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| Preface | |
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| About the Authors | |
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| Introduction | |
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| Evolution and Training of the Prevention Discipline | |
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| Attitudes about Alcohol, Tobacco, and Other Drugs (ATOD) | |
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| Definitions of Use, Misuse, Abuse, and Dependence/Addiction | |
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| Justification for Theory | |
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| Building Blocks for the Prevention Profession | |
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| Prevention Research | |
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| The Risk and Protective Factors Theory | |
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| The Resiliency Approach | |
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| The Developmental Assets Approach | |
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| The Six CSAP Strategies | |
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| Prevention Program Planning | |
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| Assess the Readiness of the Community and Mobilize for Action | |
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| Assess the Levels of Risk Factors and Protective Factors in the Community | |
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| Translate Data into Priorities | |
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| Examine the Resources in the Community That Are Reducing Risk Factors and Increasing Protective Factors | |
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| Select a Target Population | |
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| Apply "Guiding Principles" and "Best Practices" | |
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| Evaluate | |
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| Facts about Drugs | |
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| Definitions | |
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| Models of Addiction | |
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| Central Nervous System Depressants | |
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| Opiates | |
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| Central Nervous System Stimulants | |
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| Hallucinogens | |
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| Cannabinols | |
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| Steroids | |
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| Inhalants | |
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| Drugs of Abuse Chart | |
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| Gateway Drugs | |
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| Trends in Drug Use | |
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| The Cultural Context and Ethics of Prevention | |
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| Culture Defined | |
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| Elements of Culture | |
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| Types of Culture | |
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| Cultural Competence | |
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| Working in the Community | |
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| Ethics in Prevention | |
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| Incorporating Human Development Theory into Prevention | |
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| Abraham Maslow's Hierarchy of Needs | |
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| Erik Erikson's Psychosocial Developmental Stages | |
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| Jean Piaget's Cognitive-Developmental Stages | |
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| Medicine Wheel | |
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| The Media and Prevention | |
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| Media Advocacy | |
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| Media Literacy | |
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| Social Marketing | |
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| The Logic Model and Evaluation | |
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| Logic Model | |
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| Developing Evaluation Questions | |
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| Internal or External Evaluations? | |
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| Developing a Design to Answer Evaluation Questions | |
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| Developing Methods to Carry Out the Evaluation Design | |
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| Sample Logic Model with Design and Methods | |
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| Analyzing Evaluation Data | |
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| Conducting the Evaluation | |
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| Using the Answers to the Evaluation Questions | |
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| Communication Strategies | |
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| Communication Models | |
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| Listening | |
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| Public Speaking Skills | |
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| Group Facilitation and Leadership Skills | |
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| Leadership Styles | |
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| Grant Writing | |
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| Introduction to Grant Writing in Prevention | |
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| Motivations of Grant Makers | |
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| Preliminary Steps to Grant Writing | |
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| Writing Shorter Letter Proposals | |
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| Writing Long Proposals | |
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| General Grant-writing Tips | |
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| What Happens Next? | |
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| Bringing It All Together | |
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| Challenges in Applying Science-based Prevention Principles to Prevention Programs | |
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| Review of Book's Chapters | |
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| Grant Applications | |
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| Hope Unlimited Discussion | |
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| The Ponca Prevention Program Discussion | |
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| Community Readiness Survey | |
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| Validated Archival Indicators | |
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| Three Case Studies in Prevention | |
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| Case Study in Prevention: Closing the Gap between Research and Practice--Lessons of the First Three Years of CSAP's National CAPT System, 1997-2000 | |
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| Glossary | |
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| Index | |